A Study of Home Emergent Literacy Experiences of Young Latino English Learners

Autor/inn/en	Trainin, Guy; Wessels, Stephanie; Nelson, Ron; Vadasy, Patricia
Titel	A Study of Home Emergent Literacy Experiences of Young Latino English Learners
Quelle	In: Early Childhood Education Journal, 45 (2017) 5, S.651-658 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-016-0809-7
Schlagwörter	Emergent Literacy; English (Second Language); Second Language Learning; Hispanic Americans; Phonology; Language Processing; Kindergarten; Parent Attitudes; Intelligence Tests; Verbal Ability; Vocabulary; Phonological Awareness; Family Environment; Family Literacy; Achievement Tests; Academic Achievement; Books; Reading Tests; Peabody Picture Vocabulary Test; Wide Range Achievement Test; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Frühleseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hispanic; Hispanoamerikaner; Fonologie; Sprachverarbeitung; Elternverhalten; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Familienmilieu; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; Book; Buch; Monographie; Monografie; Lesetest
Abstract	This empirical study explored the home environment literacy practices of young Latino English learners and their families. The participants were 217 incoming Kindergarten Latino EL students and parents. The data collection included a completed HLEQ by the parents. In addition, children were administered the PPVT, the preLAS, the PALS-K screening, the Woodcock Reading Mastery assessment, and the Wide Range Achievement test. All of the literacy assessments given to the children provided the researchers with comprehensive look at their literacy knowledge base. The results of this study indicate that there were two significant paths for students' achievement: availability of books and child initiated literacy factors that were directly related to the phonological processing efforts of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01